This publication was made possible in part through the ... Web viewLearning Objectives to Develop...

2014|Facilitator’s Guide

SYSTEMS THINKING

This publication was made possible in part through the support provided by the United States Agency for International Development (USAID). The opinions expressed herein are those of the author(s) and do not necessarily reflect the views of the USAID or the US Government. USAID reserves a royalty-free nonexclusive and irrevocable right to reproduce, publish, or otherwise use, and to authorize others to use the work for Government purposes.

SEAOHUN One Health Course - Facilitator’s Guide

Preface

“One Health” is an important global activity based on the concept that human, animal and environmental/ecosystem health are interdependent, and professionals working in these areas best serve the population by collaborating to better understand all the factors involved in disease transmission, ecosystem health, the emergence of novel pathogens and emerging zoonotic agents, as well as environmental contaminants and toxins that are capable of causing substantial morbidity and mortality, and impacting on socioeconomic growth, including in less developed countries.

This SYSTEMS THINKING Module is part of a complete series of One Health educational and training documents designed to be used in whole or in part, and to be modified as needed to serve as a context- and culturally-relevant source of information for teaching undergraduate students and university graduate students, and for training workshops focused on One Health professionals responsible for human, domesticated animal, wildlife and ecosystem/environmental health. The goals are to:

3 | P a g e

For more information about this course, contact:

Stanley FenwickRegional Technical Director [email protected]

Felicia B. Nutter, DVM, PhD, RESPOND ProjectSenior Technical OfficerTufts University+1 508 887 4921 [email protected]

Roberta TalmageTRG, Inc.Arlington, VA [email protected]

mailto:[email protected]




Module: Systems Thinking

increase exposure to and improve cross-sectoral and inter-professional collaboration on key disease surveillance and disease outbreaks;

provide practical strategies useful for field investigations of disease outbreaks, and a realistic exposure for students and faculty interested in emerging infectious diseases, including emerging zoonotic infectious agents, newly identified infectious agents capable of causing pandemic threats, disease management and public awareness campaigns, environmental and ecosystem health; and

improve cooperation among national, regional and district-level government health officials interested in the One Health principle, along with multilateral health agencies (such as the World Health Organization [WHO], the Food and Agriculture Organization of the United Nations [FAO], and the World Organisation for Animal Health [OIE]), as well as non-governmental organizations (NGOs) and private industry.

This complete set of One Health modules can be used individually by professors and trainers, but all users are encouraged to begin the activity by consulting the introductory module in the One Health series, One Health Concepts and Knowledge, to provide an appropriate context and background.

All of the training material represents contributions by the faculty and leadership of the Southeast Asia One Health University Network (SEAOHUN), and the input of technical and managerial support from the partners of the USAID’s RESPOND Project, part of the larger Emerging Pandemic Threats (EPT) program, including Tufts University, University of Minnesota, Training Resources Group (TRG), Ecology and Environment, Inc. (E & E), and). Development of these training materials would not have been possible without the contributions of the following individuals and groups:

Southeast Asia One Health University Network (SEAOHUN) Dr. Abu Tholib Aman, Universities Gadjah Mada, Indonesia Mr. Irwin Fernandez Chavez, Mahidol University, Thailand Dr. Ede Surya Darmawan, Universitas Indonesia, Indonesia Dr. Latiffah Hassan, Universiti Putra Malaysia, Malaysia Dr. Nongyao Kasatpibal, Chiang Mai University, Thailand Dr. Sumalee Lirtmunlikaporn, Chiang Mai University, Thailand Dr. Sarmin MP, Universities Gadjah Mada, Indonesia


Dr. Mohd Rizal Abdul Manaf, Universiti Kenbangsaan Malaysia, Malaysia Dr. Roslaini Bin Abd. Majid, Universiti Putra Malaysia, Malaysia Dr. Walasinee Moonarmart, Mahidol University, Thailand Dr. Pham Hong Ngan, Hanoi University of Agriculture, Thailand Dr. Mohd Sham Bin Othman, Universiti Kenbangsaan Malaysia, Malaysia Dr. Surachai Pikulkaew, Chiang Mai University, Thailand Dr. Trioso Purnawarman, Bogor Agricultural University, Indonesia Dr. Agik Suprayog, Bogor Agricultural University, Indonesia Dr. Metawee Thongdee, Mahidol University, Thailand Dr. Kriangkrai Thongkorn, Chiang Mai University, Thailand Mr. Luu Quoc Toan, Hanoi School of Public Health, Thailand Dr. Ronald Enrique Morales Vargas, Mahidol University, Thailand Ms. Le Thi Thanh Xuan, Hanoi Medical University/Institute for

Preventive Medicine and Public Health, Thailand

RESPOND Project, USAID Emerging Pandemic Threats (EPT) ProgramDevelopment Alternatives International (DAI): Dr. Douglas Hatch, Ms. Pornthip Rujisatian, Environment and Ecology, Inc. (E&E): Ms. Louise FlynnUniversity of Minnesota: Dr. Jeein Chung, Dr. Karin HamiltonTufts University: Dr. Stanley Fenwick, Dr. Felicia Nutter, Dr. Raymond Hyatt, Dr. Jennifer SteeleTraining Resources, Inc. (TRG): Ms. Kimberly Kennedy, Ms. Roberta Talmage

If the modules are used in classrooms, courses or for workshops, we strongly recommend users refer initially to the introductory module, One Health Concepts and Knowledge, to better understand the context and background for optimal use. The following attribution should be used by anyone copying materials or content from the One Health modules series:

One Health Educational Module, Southeast Asia One Health Network (SEAOHUN), 2014


Module Description and Learning Outcomes

This module provides students with the skills necessary to take a systems thinking approach to emerging pandemic diseases. Key outcomes of this module are the ability to:

Use systems thinking to create maps of complex and complicated systems that include human, animal,

5 | P a g e


environment and ecological components. Operate as part of a One Health team that uses

systems maps to integrate information from multiple disciplines and sectors, to develop strategies to address One Health challenges and to anticipate and mitigate potential unintended consequences of One Health actions.

Target Learner Undergraduate and Graduate University Students; orOne Health Partner, Practitioner and Professional

Learning Map

What is Systems Thinking?

Using Systems Thinking in One

Health

Systems Thinking Terms and Definitions

Habits of a Systems Thinker

Examples of Systems Maps

Rules for Building Systems Maps

Create One Health Systems Maps

Use concepts from"wicked" and

"social messes" problem theory to define One Health

problems

Using Systems Maps to Analyze a One Health Event


Module Competencies

Competency #1 Learning Objectives to Develop CompetencyDescribe the elements of complex problems and systems thinking.

Understand core concepts of systems thinking and their application in One Health interventions by:

Accurately describing key systems concepts (e.g., complex, complicated and adaptive systems)

Understanding what is distinctive about systems thinking as opposed to other forms of thinking (e.g., logical, causal, etc.)

Evaluating the advantages and implications of taking a systems approach to understanding One Health problems.

Competency #2 Learning Objectives to Develop CompetencyCreate and use systems mapping to deepen understanding of One Health problems.

Create systems maps of One Health problems by: Identifying the essential elements of the One

Health problem. Identifying the connections between the

humans, animals and the environment. Mapping the integration points where

individual system elements (e.g., social networks, organizations, government, communities, ecosystems) interact.

Competency #3 Learning Objectives to Develop CompetencyPartner with One Health team members to develop solutions to complex One Health problems using systems thinking and relevant tools/maps.

Contribute as a One Health team member to developing solutions to One Health problems by:

Using concepts from “wicked” problem/“super wicked” problem theory to better understand how to formulate and approach One Health challenges

Integrating information and actions across disciplines and sectors using systems thinking tools.

Identifying leverage points for maximum impact.

Determining and mitigating unintended consequences of planned interventions.

7 | P a g e


Creating essential feedback and feed-forward loops.

Module Overview

Time Topic Materials

30 Minutes Introduction to Systems Thinking Module

Flipchart or whiteboard and markers

Computer, LCD projector, screen/blank wall

Module PowerPoint Internet access Video clip

60 Minutes What is Systems Thinking?: The Learning Challenge



Module PowerPoint Student Guide Internet access Video clip

180 Minutes

What is Systems Thinking?: The Exploration



Module PowerPoint Materials to create a

poster (flipchart paper, markers)

60 Minutes What is Systems Thinking?: Sharing the Learning

Tape or stands to secure posters

90 MinutesWicked Problems: Finding Solutions to One Health Problems through Systems Thinking



Module PowerPoint Materials to create a

poster (flipchart paper, markers)

60 Minutes Wicked One Health Problems: Sharing Solutions


Computer, LCD projector,


screen/blank wall Model PowerPoint Tape or stands to secure

poster60 Minutes Learning Reflections and

Evaluation Student Guide

Note: Times include in-class assignments. To reduce classroom time, assignments may be given as homework.

9 | P a g e


How to Facilitate This ModuleThis module teaches systems thinking using a teaching methodology called Problem-Based Learning (PBL): Students will be presented with a One Health learning challenge and will be asked to solve the challenge using systems thinking.

PBL requires special teaching techniques in which the teacher facilitates learning by supporting, guiding and monitoring the learning process. The teacher does not answer questions, but rather poses questions in a Socratic method so that students discover their next steps. For more about the Socratic method, see “Using Questions in the One Health Modules,” in the Introduction to the One Health Course. The goals of PBL are to help the students develop flexible knowledge, effective problem solving skills, self-directed learning, effective collaboration skills and intrinsic motivation, in addition to domain-specific technical skills and knowledge.

In a PBL model, students work collaboratively to solve real-world, complex problems. To solve these problems, students create learning plans for how they will acquire the knowledge and skills necessary to develop solutions. In seeking solutions, the students interact with academic and technical experts, as well as a range of stakeholders including business, government, non-governmental organizations and community-based organizations.

Working in groups, students define the problem and then identify what they know and what they need to know to solve the problem. Students identify how and where to access new information that may help them solve the problem. Typical PBL problems are “ill-defined” in that students need to clarify assumptions and test these assumptions by collecting data from multiple disciplines and perspectives. In many PBL problems, there is no “one right answer” and many times solutions must be created with data that are limited.

The problem-solving process can be summarized in seven steps:

Step One: The group discusses the problem or learning challenge based on their prior knowledge and experience. They identify what they know.

Step Two: The group identifies what they need to know to solve the problem. During this step, the group analyzes and breaks the problem down into components, discussing implications, entertaining possible explanations or solutions, and developing working hypotheses.


Step Three: It is during this step that the team identifies and allocates learning tasks and develops study plans to discover the needed information. The group develops a plan outlining what further information or knowledge they need to solve the problem. The plan should include: A list of resources to consult, including articles, websites, etc., and a list of specific actions that need to be completed and the name of the individual who will complete them.

Step Four: The students collect information in the classroom through experiments, mini-lectures, etc., and outside of the classroom through field trips, interviews, etc.

Step Five: As the group gathers information, they analyze and evaluate the data. Data may confirm or challenge their working assumptions about the problem and cause the group to reexamine what they know and what they need to know.

Step Six: The group proposes a solution to the problem or learning challenge.

Step Seven: Communicating their solution is the final step. This allows others to review, confirm or challenge the findings. Thus, the learning process continues.

11 | P a g e


Facilitator Background Resources

Located in the Resource Folder of this Module

Horst, W.J. Rittel and Melvin M. Webber, “Dilemmas in a General Theory of Planning,” Policy Sciences 4, (1973), (pp. 155–169). Retrieved from http://link.springer.com/article/10.1007/BF01405730.

International Centre for Development Oriented Research in Agriculture. (n.d). Systems Diagrams Guidelines. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_Diagrams-Guidelines1.pdf.

International Centre for Development Oriented Research in Agriculture. (n.d), Systems Thinking- Approaches. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_Thinking-Approaches.pdf.

International Centre for Development Oriented Research in Agriculture. (n.d). Systems Thinking Key Concepts. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_Thinking-Key_Concepts1.pdf.

Additional Resources: Problem-Based Learning

Abdalla, E. A. and Gaffar, A. M. (2011). The Seven Steps of PBL Implementation: Tutor’s Manual. Retrieved from: https://www.academia.edu/1215059/THE_SEVEN_STEPS_OF_PBL_IMPLEMENTATION_TUTORS_MANUAL

Amador, J. A., Miles L. and Peters C.B. (2007). The Practice of Problem-Based Learning: A Guide to Implementing PBL in the College Classroom. Anker Boston, MA: Anker Publishing Company, Inc.

Barell, J. F. (2006). Problem-Based Learning: An Inquiry Approach. United States of America: Corwin Press.

Additional Resources: Systems Thinking

Meadows, D. (2008). Thinking in Systems Thinking: A Primer. United States of America: Chelsea Green Publishing.

Senge, P. (2006). The Fifth Discipline: The Art & Practice of The Learning Organization. New York, New York: Doubleday Business.

https://www.academia.edu/1215059/THE_SEVEN_STEPS_OF_PBL_IMPLEMENTATION_TUTORS_MANUAL

https://www.academia.edu/1215059/THE_SEVEN_STEPS_OF_PBL_IMPLEMENTATION_TUTORS_MANUAL

http://www.icra-edu.org/objects/anglolearn/Systems_Thinking-Key_Concepts1.pdf


http://www.icra-edu.org/objects/anglolearn/Systems_Thinking-Approaches.pdf


http://www.icra-edu.org/objects/anglolearn/Systems_Diagrams-Guidelines1.pdf


http://link.springer.com/article/10.1007/BF01405730


INTRODUCTION TO SYSTEMS THINKING MODULE

Learning Objective:

Give students an overview of the Systems Thinking Module and its learning objectives.

Type of Learning:

Lecture; Video Clip

Timing: 30 minutesEquipment and Materials:

Flipchart and whiteboard with markers Computer, LCD projector, screen/blank wall Module PowerPoint Student Guide Internet access (for facilitator) Video clip – Systems Thinking, Australian Research

Institute for Environment and Sustainability

Detailed Facilitator Notes

Lecture

20 Minutes

Module OverviewProvide an overview of the module’s competencies and agenda and then introduce the concept of PBL.

Systems Thinking Module Competencies Describe the elements of complex problems and

systems thinking. Create and use systems mapping to deepen

understanding of One Health problems. Partner with One Health team members to develop

solutions to complex One Health problems using systems thinking and related tools.

Agenda

30 Minutes Introduction to Systems Thinking Module

60 Minutes What is Systems Thinking?: The 13 | P a g e


Video Clip

10 Minutes

Learning Challenge180

MinutesWhat is Systems Thinking?: The Exploration

60 Minutes What is Systems Thinking?: Sharing the Learning

90 MinutesWicked Problems: Finding Solutions to One Health Problems through Systems Thinking

60 Minutes Wicked One Health Problems: Sharing the Learning

60 Minutes Learning Reflections and Evaluation

Show learners the following short video clip highlighting what can happen when you do not look at a One Health issue from a systems perspective. Take a few minutes for questions or comments.

YouTube – Systems Thinking, Australian Research Institute for Environment and Sustainability, Macquone Universityhttp://www.youtube.com/watch?v=jmnKM2jcXds

http://www.youtube.com/watch?v=jmnKM2jcXds


WHAT IS SYSTEMS THINKING?The Learning Challenge

Learning Objective:

Create a learning plan to learn about systems thinking.

Type of Learning:

Problem-Based Learning (PBL)

Timing: 60 MinutesEquipment and Materials:

Flipchart or whiteboard with markers Computer, LCD projector, screen/blank wall Module PowerPoint Internet access (for facilitator) Student Guide Video Clip – Simplifying Complexity, Eric Berlow

Pre-Class Assignment:

Read – “Systems Thinking - Key Concepts”, (International Centre for development oriented Research in Agriculture Learning Resources)


Pre-work5 minutes

Have students read the following article before class: “Systems Thinking - Key Concepts”, ICRA Learning

Resources

Session IntroductionGive learners the following introduction to systems and systems thinking:

When you begin to learn about a system, its complexity may be a bit overwhelming. A systems thinking approach allows us to begin to understand the complexity and use it to find answers that matter. For a bit of inspiration, let’s take a few minutes to watch a TED Talk by Eric Berlow, an ecologist and network scientist who is recognized for his research on food webs and ecological networks and for his creative approaches to complex problems.

TED Talk – Eric Berlow, Simplifying Complexity

15 | P a g e


http://www.ted.com/talks/eric_berlow_how_complexity_leads_to_simplicity.html

Individual Activity

25 minutes

Developing Your Systems Thinking Learning PlanBegin the activity by tasking students to write their name on a flipchart or whiteboard. Underneath their names, create two columns with titles “Things I Know about Systems Thinking” and “Things I Do Not Know about Systems Thinking.” Then ask the students to create a list in each column.

Small Group

Activity

25 minutes

Have the students walk around and review one another’s lists. Then, have them form teams of 3 or 4 with other students whose lists are most complementary to their own (i.e., pair individuals who know things that their partners do not know).

Each team will complete the first two columns of the Systems Thinking Learning Plan table in the Student Guide. They will then create their plan for learning about systems thinking. This plan should aim to fill any gaps in knowledge that the team has and ensure that they have a comprehensive understanding of systems thinking. Teams should consider the following questions before completing the third column of the table:

What do you need to know about systems thinking in order to use a systems thinking approach in addressing One Health problems?

In what order should you research the items identified in the previous question?

What are the primary resources that you will use? What will you do when you cannot find the

information that you want? What will you do when you have questions? How will you know when you have enough

information?





Systems Thinking Learning PlanThings we

know about systems thinking

Things we do not know

about systems thinking

Plan for learning

more about what we do not know

Note: If your students say that they do not know anything about systems thinking, then ask: “When a topic is new to you, what do you do first to learn something about it?” Solicit answers and then say: “For the next hour, carry out your plan to learn something new. Then, stop and make a list of what you know now and what you still need to find out.” Remember, PBL is an iterative process and students should be going back to their chart and updating what they know and what they do not know.

Once teams have completed the table, tell students that they will use the learning plans to complete an assignment during the next session.

5 minutes Habits of a Systems ThinkerIn closing, review and discuss the PowerPoint slide: “Habits of a Systems Thinker.”

17 | P a g e


Poster from http://wizzyschool.com/cosmiceducation/environsustainabilitycurriculum.php

http://wizzyschool.com/cosmiceducation/environsustainabilitycurriculum.php


19 | P a g e


WHAT IS SYSTEMS THINKING?The Exploration

Learning Objective:


Accurately describing key systems concepts (e.g., complex, complicated and adaptive systems).

Understanding what is distinctive about systems thinking as opposed to other forms of thinking (e.g., logical, causal, etc.).


Type of Learning:



Flipchart or whiteboard with markers (for each student) Computer, LCD projector, screen/blank wall Module PowerPoint Student Guide Materials to create a poster (flipchart paper, markers)

Pre-Class Assignment:

Read “Systems Diagrams Guidelines” (ICRA Learning Resources)

Read “Systems Thinking: Approaches” (ICRA Learning Resources)


Pre-work

Have students read the following to articles prior to class: “Systems Diagrams Guidelines” (ICRA Learning

Resources) “Systems Thinking: Approaches” (ICRA Learning

Resources)

Note: This session can be started during a class meeting and then completed as homework, or can be done over a series of class meetings.

Small Group

80 Minutes

Creating a Systems Thinking MapDirect students to use the systems thinking learning plans created in the last class to create a poster using systems mapping techniques that:


Activity Define systems thinking. Summarize key systems thinking concepts. Explain the distinctive elements of systems thinking

as opposed to other forms of thinking. Demonstrate how to create a systems map. Evaluate the advantages and implications of taking a

systems approach to understanding One Health problems.

Note: In this session, teams will research and educate themselves about systems thinking. As the facilitator, you will help the learning process by:

Listening to students and reflecting back what you heard.

Asking questions to stimulate discovery. Directing students to resources.

See the Facilitator Quick Notes on the next page of this guide and the assigned readings for information on systems, systems thinking and

systems mapping.

21 | P a g e


Facilitator Quick Notes - Systems, Systems Thinking and Systems MappingRetrieved from various sources.Characteristics of a System

Integrity or wholeness Adaptive Resilient Evolutionary Goal-seeking Self-preserving Self-organizing With boundaries

Additional Descriptions of a System An interconnected set of elements that is coherently organized in a way

that achieves something. (Donnella H. Meadows, 2008) A set of elements that interact over time in accordance with simple rules

that leads to patterns of behavior. (Peter Coleman, 2011) A system is composed of parts with links or interrelationships between the

parts that hold them together, and a boundary, or the limit defines what is inside and outside of the system (Williams, 2011)

All the parts of a system must be related (directly or indirectly), else there are really two or more distinct systems.

Every system has a boundary and the boundary is a decision made by the observer or group of observers.

A system can be nested inside another system, or can overlap with another system.

A system receives input from and sends output into the wider environment.

Information, energy, and/or material continuously flow among the different elements that compose a system and also flow from the surrounding environment into the system via semi-permeable membranes or boundaries.

A system has history and the past is integrated with the present; the elements evolve with one another and with the environment, and evolution is irreversible. (Snowden and Boone, 2007)

Composed of entities seeking equilibrium, but can exhibit oscillating, chaotic or exponential behavior.

Changes to a system are often non-linear. There can be a ripple effect or changes can be delayed or not visible.

The impacts do not necessarily add up; rather, impacts “interact out” in a


dynamic relationship with other parts of the system. Simple Systems have high levels of certainty and predictability, as well as

cause-effect relationships that are known. The right answer is often self-evident and undisputed and there is general agreement about how a problem can be solved. (Quinn and Patton 2011)

Complicated Systems may contain multiple right answers. While there is often a clear relationship between cause and effect, not everyone can see it. This is the realm of “known, unknowns.” (Snowden and Boone 2007)

Complex Systems are characterized by high levels of uncertainty and lack of agreement. They involve large numbers of interacting elements and the interactions are nonlinear. Minor changes can produce disproportionally major consequences. Complex contexts are in the domain of unknown unknowns. (Snowden and Boone 2007)

Adaptive Systems are sets of interacting or interdependent entities forming an integrated whole that together responds to changes in the environment or to changes of one or more of the interacting parts. Feedback loops are key features of adaptive systems. Examples of adaptive systems are ecosystems, individual organisms, human communities, human organizations and human families. The individual and collective behaviors of the entities mutate and self-organize corresponding to the change-initiating micro-event or a collection of events.

Three Characteristics of a Systems Thinking Approach (Peter Sange, 2012)

1. A very deep and persistent commitment to real learning.2. Be prepared to be wrong: An individual’s own way of thinking can be

limiting; willingness to challenge own mental model.3. Triangulate: Need people who can look at something from different points

of view to work collectively.

Retrieved from: http://www.youtube.com/watch?feature=player_embedded&v=HOPfVVMCwYg

Systems Maps (Systems Maps at The Open University, www.open.ac.uk) Used as thinking tools Communication tools Formed of blobs and words Show the structure of a system of interest Show the structure as a hierarchy of groupings

Building a Systems Map (Systems Maps at The Open University,

23 | P a g e

http://www.open.ac.uk/

http://www.youtube.com/watch?feature=player_embedded&v=HOPfVVMCwYg

http://www.youtube.com/watch?feature=player_embedded&v=HOPfVVMCwYg


www.open.ac.uk)Top-Down Approach:

Identify a clear purpose for your system of interest (Title of System Map). Draw boundary. Identify subsystems. Consider what subsystems and components might be needed in each

subsystem. Continue moving down levels. Might be useful if designing a subsystem from scratch.

Bottom-Up Approach: Useful if undecided about the purpose of your system of interest but

where you can identify the elements that can combine to make it up. Begin with the components that your system will include. Group the components. Continue grouping until you have a boundary. Identify the purpose of your bounded system and insert the title.

Other Types of Related Diagrams/Maps Concept Map: A diagram that depicts relationships between concepts

and is used to organize and structure knowledge. Mind Map: A diagram used to visually outline information. It is often

created around a sign word or text, placed in the center, to which associated words and concepts are added. Major categories radiate from a central node and lesser categories are sub-branches of larger branches. Categories can represent words, ideas or tasks. (John W. Budd, 2004)

Spray Diagram: Similar in look to a mind map, but used for representing the structure of an argument, to encapsulate the relationship between ideas of others or for note-taking.

Rich Picture: Provides a mechanism for learning about complex or ill-defined problems by drawing detailed “rich” representations of them. There is no agreed-upon syntax, and consists of symbols, sketches or doodles.

Flow Chart: A diagram that shows a step-by-step progression through a procedure or a system with a set of conventional symbols.

Causal Loop Diagram: Aids in visualizing how different variables in a system are interrelated. The diagram consists of a set of notes and edges.



Systems Thinking Maps of Systems Thinking (Examples)

25 | P a g e

http://www.akrna.com/wp-content/uploads/2011/12/abc-model.jpg


WHAT IS SYSTEMS THINKING?Sharing the Learning

Learning Objective:


Describing accurately key systems concepts (e.g., complex, complicated, and adaptive systems, etc.).

Understanding what is distinctive about systems thinking as opposed to other forms of thinking (e.g., logical, causal, etc.).


Type of Learning:

Peer Learning (Poster Session)


Tape or stands to secure posters


Large Group

Activity

60 Minutes

Presenting Your Systems Thinking MapSecure each of the posters on the wall. Have each group review others’ posters and then give each team 15 minutes to discuss any final revisions they would like to make to their posters.

Debrief the activity using one of the following methods:

Option 1

Have each team present their poster to the class, highlighting any revisions they made or things they learned from others’ posters.

Option 2

Have one group present their poster and then have other groups add to the poster to create one final class presentation on systems thinking.

26 | P a g e


27 | P a g e

28 | P a g e


WICKED PROBLEMSFinding Solutions to One Health Problems Through Systems Thinking

Learning Objective:

Create systems maps of One Health problems by: Identifying the essential elements of the One Health

problem. Identifying the interconnections among the elements

with humans, animals and the environment. Mapping the integration points where individual system

elements (e.g., social networks, organizations, government, communities, ecosystems) interact.

Contribute as a One Health team member to developing solutions to One Health problems by:

Using concepts from “wicked” problem/“super wicked” problem theory to better understand how to formulate and approach One Health problems.

Integrating information and actions across disciplines and sectors using systems thinking tools.

Identifying leverage points for maximum impact. Determining and mitigating potential unintended

consequences of planned interventions. Creating essential feedback and feed-forward loops.

Type of Learning:



Flipchart or whiteboard with markers Computer, LCD projector, screen/blank wall Module PowerPoint Student Guide Materials to create a poster (flipchart or poster paper and

markers)


Lecture

20 minutes

Systems Thinking - Wicked ProblemsDeliver the presentation on Systems Thinking - Wicked Problems. See the notes section of the PowerPoint for detailed facilitator notes. The following topics will be covered:

Wicked Problems: Finding Solutions to One Health

29 | P a g e


Small Group

Activity

70 minutes

Problems through Systems Thinking What is a Wicked Problem?

Following the lecture, present the following three One Health challenges:

Wicked One Health Problems

Challenge #1

There is an outbreak of influenza-like illness among people and animals in a small town in Thailand.

Challenge #2

Fifty (50) chickens die before the TET holiday in one village in Vietnam.

Challenge #3

Three individuals come to a health station showing signs and symptoms of dengue fever in a small town in Indonesia.

Challenge DirectionsHave students form teams around the challenge that interests them. If a large group of students wants to work on the same challenge, divide the group into two smaller groups. Groups of five to eight participants are optimal.

Students should use systems thinking to explore the challenge they selected. They should consider the following questions and also propose solutions to the challenge. Each team should create a poster capturing this information to present during the next class meeting.

Who? Who has the disease? Who else does the disease impact? Who should be on a One Health team?

Where? Where was the first case discovered? Where has it spread?

When? When was the first case discovered? How quickly is it spreading?

How? How is the disease transmitted? How serious is it? How can the disease be managed and controlled?

What? What are the implications for human, animal

30 | P a g e


and ecological health? Why? Why did the outbreak occur?

Note: For students with One Health-related experience, you might provide the above challenges as examples and then have small groups come up with a One Health scenario that they have faced or are likely to face.

31 | P a g e

WICKED ONE HEALTH PROBLEMSSharing Solutions

Learning Objective:

Share solutions to wicked One Health problems.

Type of Learning:

Peer Learning (Poster Session)


Flipchart or whiteboard with markers Computer, LCD Projector, screen/blank wall Module PowerPoint Student Guide Tape or stands to put up the posters


Large Group

Debrief

50 minutes Poster Presentations: Wicked One Health ProblemsAsk each group to explain why they chose their One Health challenge and their proposed solution. Then have them respond to questions from the class.

If students selected the same challenge, compare and contrast solutions.

10 minutes Systems Thinking on Systems ThinkingShow the Systems Thinking Diagram below and in the PowerPoint slides and ask for final comments on “wicked” One Health problems.

32 | P a g e


33 | P a g e

34 | P a g e


LEARNING REFLECTIONS AND EVALUATION

Learning Objective:

To reflect on what we learned in the Systems Thinking Module.

To get feedback from participants on what they felt were the strengths of the module and areas where the module could be improved.

Type of Learning:

Individual Assessment; Group Feedback


Student Guide


Individual Learning Assessme

nt

Have your students complete the following learning assessment which is located in their Student Guide.

Ask them to rate their ability to understand, apply and evaluate/create each of the module’s learning objectives, using the five-point scale displayed below:

Student Self-EvaluationOnce they have completed the assessment, collect the responses to inform future deliveries of the module.

How would you rate your level of the following

Systems Thinking Module competencies: Und

erst

and Ap

ply

Eva

luat

e/C

reat

e

Describe the elements of complex problems and systems thinking.

Create and use systems mapping to deepen understanding of One Health problems.

Partner with One Health team members to develop solutions to complex One Health problems using systems thinking and tools.

35 | P a g e


Write down two or three things that you learned from the session. Think about the following questions:

What did you learn in this module that was new to you?

Have the lessons in this module led you to change any previously held beliefs?

What are you still unsure about? Do you have any questions that still need to be answered?

What was interesting to you/what would you like to study in more detail?

Are there new behaviors that you will try based on this class?

What topics from the class will you share with others?

Small Group

Discussion

10 Minutes

In small groups, have each student share: His/her key learnings from the module. How he/she will apply the concepts, knowledge,

skills they gained from the module.

Group Feedbac

k

10 Minutes

Ask the students: What is one element of the module that you liked/felt

was a strength? What is one thing in the module that you suggest be

changed? Any additional comments?

36 | P a g e


RESOURCES FOR STUDENTS

Located in the Resource Folder of this Module

Horst, W.J. Rittel and Melvin M. Webber, “Dilemmas in a General Theory of Planning”, Policy Sciences 4, (1973), (pp. 155-169). Retrieved from http://link.springer.com/article/10.1007/BF01405730.

International Centre for Development Oriented Research in Agriculture. (n.d). Systems Diagrams Guidelines. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_Diagrams-Guidelines1.pdf.

International Centre for Development Oriented Research in Agriculture. (n.d), Systems Thinking- Approaches. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_Thinking-Approaches.pdf.

International Centre for Development Oriented Research in Agriculture. (n.d). Systems Thinking Key Concepts. Retrieved from http://www.icra-edu.org/objects/anglolearn/Systems_Thinking-Key_Concepts1.pdf.

Additional Resources

The Open University. Various courses and modules on Systems Thinking and Practice. www.open.ac.uk.

Senge, Peter M. (2006). The Fifth Discipline: The Art and Practice of the Learning Organization. New York: Doubleday Business.

37 | P a g e








http://link.springer.com/article/10.1007/BF01405730

Date post:	31-Jan-2018
Category:	Documents
Upload:	duongdien
View:	214 times
Download:	1 times

This publication was made possible in part through the ... Web viewLearning Objectives to Develop...

Documents